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• VCIDC086

  Interact with peers and teacher to exchange information and opinions about self, friends and family, pastimes, special occasions and the immediate environment

  Elaborations

  • exchanging personal details such as name, age, address, school, abilities and interests, ethnicity, religion and language(s) spoken
  • describing and comparing aspects of personal world such as home and family, teachers and school, interests and friends, for example, teman saya baik hati dan setia
  • recounting significant or special events and comparing these to similar events for Indonesian teenagers, for example, birthdays, holidays, celebrations or sporting events
  • interacting with peers to express likes, dislikes and preferences, and to exchange and explain opinions, for example, saya lebih suka bermain bola basket daripada sepak bola, saya paling suka sejarah karena menarik
  • participating in class activities such as games (sepak takraw/bola basket) using Indonesian to interact, for example, giliran saya, ke kiri/kanan, saya menang

  VCIDC086 | Languages | Indonesian | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCJAC149

  Convey information on specific topics using formats such as oral or digital presentations, displays, diagrams, timelines and guided descriptions

  Elaborations

  • organising and presenting information relating to aspects of Japanese culture, for example, fashion, famous landmarks/icons or festivals, using supporting resources such as sound, visuals or graphics, and providing a structured summary, for example, ふじさん　です。高い　です。そして、ゆうめい　です。かざん　です。or さっぽろ　です。さっぽろ　は　とても　さむい　です。ゆき　が　ふります。ふゆ　に　ゆきまつり　が　あります。
  • creating a profile in digital format of a context, situation or event for a specified audience, such as a virtual tour of the school or classroom for an intending exchange student group or sister school
  • creating a class book or digital display about topics that connect with other curriculum areas and are relevant to their own lives, such as sports, environmental sustainability, transport or health
    

  VCJAC149 | Languages | Japanese | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCKOC009

  Create bilingual texts that refer to experiences, objects or events commonly encountered in both Australian and Korean contexts, considering how easily words or expressions translate and why some are more difficult to translate than others

  Elaborations

  • creating bilingual resources such as picture dictionaries or photo stories, including those in digital form, with bilingual captions and labels, for example, comparing photos of Korean and Australian classrooms for exchange students to each country and highlighting differences in the arrangement of furniture and wall displays
  • designing bilingual signage, for example, names of school facilities for school maps (화장실, 매점, 교실, 음악실, 수영장, …), explaining how well the translated labels represent the attributes of their designated items
  • creating and using bilingual texts, including those in digital form, for specific audiences (for example, a Big Book or game for young learners of Korean, invitations to a class event or posters for a performance), noticing how meanings need to be tailored to take account of intended audience and cultural perspectives

  VCKOC009 | Languages | Korean | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCLVU173

  Understand how the language has been recorded in the past, and how this affects language building processes

  Elaborations

  • understanding how the language was recorded in the past, by whom and for what purposes
  • understanding the techniques of how the language was recorded in the past, what this means to the language and how it has affected current representation of the language
  • understanding reasons for different spellings of words within the language, for example, how sounds may have been misheard, meanings been misunderstood and other unintentional errors introduced in the documentation process of the language
  • understanding how language resources such as living speakers, recorded texts and archival information are used in the language building process
  • identifying gaps in the vocabulary of the language, considering what responses may be necessary
  • helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

  VCLVU173 | Languages | Victorian Aboriginal Languages | Levels 3 to 6 | Understanding | Role of language building

• VC2M8ST03

  compare variations in distributions and proportions obtained from random samples of the same size drawn from a population and recognise the effect of sample size on this variation

  Elaborations

  • comparing the proportion of students in favour of a proposal for a change in school uniform between different random samples of 50 students from the school population
  • using digital tools to simulate repeated sampling of the same population, such as heights or arm spans of students, recording and comparing means, median and range of data between samples
  • using relative frequencies from historical data to predict proportions and the likely number of outcomes in situations such as weather forecasting or the countries of origin of visitors to tourist attractions
  • investigating the effect that adding or removing data from a data set has on measures of central tendency and spread
  • investigating Aboriginal and/or Torres Strait Islander ranger groups and other groups’ use of sampling techniques to track biodiversity of species

  VC2M8ST03 | Mathematics | Mathematics Version 2.0 | Level 8 | Statistics

• VCNRC077

  Create a range of bilingual texts for a variety of purposes and audiences, reflecting on how meaning can be conveyed effectively

  Elaborations

  • creating bilingual texts for speakers of the target language in Australia, for example, leaflets promoting the arrival of a famous performer or sports team from a country where the language is spoken
  • creating bilingual texts, such as a children’s story to read to primary school children and comparing aspects of language and culture and discussing with peers and teachers how meaning can be conveyed effectively
  • producing bilingual texts such as articles and brochures for different contexts and purposes, and reflecting on the process of working in both the target language and English for example, an information leaflet for exchange students coming to Australia or for a student study tour to a place where the target language is spoken
  • corresponding with peers who speak the language being studied to compare experiences and attitudes, making choices about how to represent intended meaning, for example, exchanging views and opinions about school subjects and future aspirations

  VCNRC077 | Capabilities | Personal and Social Capability | Levels 9 and 10 | Communicating | Translating

• VCVIC127

  Present information relating to familiar contexts in modelled spoken, written and visual texts in different modes, including digital and multimodal

  Elaborations

  • gathering information from a range of sources and reporting it in a different mode, for example, captioned photographs, drawings and posters sharing information orally about routines and interests, for example, giving a short speech about their daily life at home or their favourite songs or movies
  • presenting information about familiar topics using modelled language, such as a recount of a recent school excursion or a set of instructions on pet care
  • conveying information about school and community events in written and multimodal texts, such as annotated posters or digital storyboards, through scaffolding and guidance
  • reporting information to others, for example, presenting the results of a class survey on likes and dislikes in relation to food and drink or leisure activities through a picture graph with annotations (Nhiều bạn trong lớp mình thích ăn phở. Có 12 bạn thích ăn chả giò. Có vài bạn thích chơi quần vợt)

  VCVIC127 | Languages | Vietnamese | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• Health and Physical Education | Health and Physical Education: Structure

  The Health and Physical Education curriculum is organised by two strands: Personal, Social and Community Health, and Movement and Physical Activity. Each strand contains content descriptions which are organised under three sub-strands.

  Strands and sub-strands

  Strands	Personal, Social and Community Health

  Overview material | Health and Physical Education

• VCADRP031

  Perform devised and scripted drama that develops narrative and uses performance styles and design elements to engage an audience

  Elaborations

  • creating narrative and tension to communicate dramatic meaning
  • exploring and applying different performance styles, and drawing on drama from other locations, cultures and times as sources of ideas in their own drama, and considering any protocols for representing community or cultural stories in performance, for example, working with the local Koorie community to create a drama about the different uses of the land on which the school is situated
  • using evaluative questions to refine drama during rehearsal, for example ‘What do you intend audiences to experience and understand from the drama?’

  VCADRP031 | The Arts | Drama | Levels 5 and 6 | Present and Perform

• VCADRR016

  Respond to drama and describe some of the characteristics they observe

  Elaborations

  • responding to who, what, where questions in relation to Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples
  • participate in teacher directed class discussions about likes, dislikes, opinion about a play
  • guided to explore the basic features of their own and others performance such as what features they like best, characters, special effects
  • identifying drama to places and spaces at school and in the community

  VCADRR016 | The Arts | Drama | Level D | Respond and Interpret

• VCAMAE005

  Respond to characters and settings through images, sounds and multi-modal texts

  Elaborations

  • experiencing various media art experiences related to local stories, ideas
  • experimenting with image, for example, assisting to capture images to be taken by a camera or other device to represent a day, assisting to retell a story of the school day by selecting and arranging images
  • experiencing how objects and images can be linked to stories or songs as a way of representing the ideas in the song or story
  • exploring composition by selecting and ordering images and/or sounds to assist in the creation of a media artwork or represent a preferred stories or songs

  VCAMAE005 | The Arts | Media Arts | Level B | Explore and Represent Ideas

• VCAMAM043

  Plan, structure and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of media elements, technologies and production processes

  Elaborations

  • refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
  • designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
  • trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

  VCAMAM043 | The Arts | Media Arts | Levels 9 and 10 | Media Arts Practices

• VCAMAM042

  Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning and style

  Elaborations

  • refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
  • designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
  • trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

  VCAMAM042 | The Arts | Media Arts | Levels 9 and 10 | Media Arts Practices

• VCAMAP007

  Share media artworks that communicate ideas or familiar story

  Elaborations

  • selecting and sharing class stories and presenting them to others
  • indicating objects and items in artwork, e.g. house, mum
  • using media tools to communicate observations, feeling or experience
  • assisting in the collecting and sharing, with permission of the people involved, class stories and presenting them in various form such as PowerPoint, choice option page in Boardmaker interactive or PowerPoint, school newsletter
  • assisting in the creating of photo stories and seeking permission to share it with peers another class

  VCAMAP007 | The Arts | Media Arts | Level B | Present and Perform

• VCAMAP044

  Plan, produce and distribute media artworks for a range of community, institutional contexts and different audiences, and consider social, ethical and regulatory issues

  Elaborations

  • producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
  • using critical theories when creating media art works, for example, analysing the social and ethical implications of a viral marketing campaign
  • investigating the production context of a media artwork and producing the work within a specified budget and timeline
  • organising and curating a school media arts festival or exhibition

  VCAMAP044 | The Arts | Media Arts | Levels 9 and 10 | Present and Perform

• VCAMAR016

  Respond to media artworks and describe some of the characteristics they observe

  Elaborations

  • demonstrating acceptable audience behaviour when attending school functions
  • discussing and expressing an opinion about the way artwork was created including expressing what features they like best in others’ arts work
  • discussing basic features of their own and others’ arts work such as identifying main materials used, characteristics of the art work and what the piece is about
  • investigating where the class experience media artworks in their lives and communities and exploring the purpose of the pieces, for example, what is media artworks are used to communicate cultural knowledge

  VCAMAR016 | The Arts | Media Arts | Level D | Respond and Interpret

• VCAMAR008

  Respond to media artworks

  Elaborations

  • indicating what they liked in an artwork by pointing
  • demonstrating artworks they like through repeated viewing and choice making, for example selecting an image to indicate media artwork they want to view, picture/ song do you want/ like
  • exploring and responding to artworks as part of an audience for a short period of time
  • experience media artworks at school and in the local community
  • exploring features of media artworks by indicating elements they like, such as sound, image, colour

  VCAMAR008 | The Arts | Media Arts | Level B | Respond and Interpret

• VCASFC153

  Create bilingual versions of texts such as English captioned recordings of Auslan phrases

  Elaborations

  • creating captions in English for short recorded signed phrases
  • creating bilingual texts for the classroom or school community, for example, posters, library displays or digital newsletter items, discussing how to represent meaning in each language for different audiences
  • developing a simple handshape dictionary
  • creating cards for use by younger children that include pictures, labels and signs, such as a transport-themed card game

  VCASFC153 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCDTCD012

  Follow and represent a sequence of steps and decisions (algorithms) needed to solve simple problems

  Elaborations

  • taking and using photos to represent the sequence of events, for example placing in order photos of buildings/rooms that need to be passed when getting from the classroom to the front school gate
  • viewing a game and listing the number of levels within it
  • writing a simple set of instructions to sequence events, for example the processes involved in making toast with jam
  • recognising sequences of instructions or events that are commonly experienced such as crossing a road that has traffic lights

  VCDTCD012 | Technologies | Digital Technologies | Level D | Creating Digital Solutions

• VCDTDS001

  React to the use of some common digital systems, (hardware and software components), as they experience their purpose

  Elaborations

  • experiencing digital systems used within everyday life and school programs, for example phones, printers, cameras, multimedia presentations, tablets, games
  • using voice and body movements to make sounds in a microphone
  • experiencing cause and effect devices, for example touch keys on a banana keyboard
  • experiencing and playing with switches, for example a jelly bean switch
  • experiencing changes in a program due to the activation/deactivation of a switch by another, coactively or through individual exploration

  VCDTDS001 | Technologies | Digital Technologies | Level A | Digital Systems